Faculty Publications 2016-2017

Books, Book Chapters, Edited Books, Reports

Campbell, C., Mata, C., & Galloway, F. (2017). Meeting today’s higher education goals via the National Center for Education Statistics’ postsecondary sample surveys (NCES 2017-401). Washington,
DC: National Postsecondary Education Cooperative.

Cordeiro, P. A., & Brion, C. (2016). School leadership in developing nations: Strengthening the capacity of low-free independent schools. In L. Gomez-Choma, A. Lopez-Martinez, & I. Candel-Torres (Eds.), Proceedings of the 9th International Conference of Education, Research and Innovation (pp. 7072-7080).

Cordeiro, P. A., & Brion, C. (2016). Women entrepreneurs in low-fee private schools in West Africa. In L. Gomez-Choma, A. Lopez-Martinez, & I. Candel-Torres (Eds.), Proceedings of the 9th International Conference of Education, Research and Innovation (pp. 7081-7090).

Deitrick, L., Durnford, J., & Young, E. (2017). Annual report: State of nonprofits in San Diego. San  Diego, CA: The Nonprofit Institute, University of San Diego.

Dietrick, L., Schmitz, H. P., Lam, M., Trull, C., & Tinkler, T. (2016). Annual report: State of nonprofits and philanthropy in San Diego. San Diego, CA: Caster Family Center for Nonprofit and Philanthropic Research, University of San Diego.

Donmoyer, R. (2016). Leadership research and practice: Competing conceptions of theory. In M. Peters (Ed.), Encyclopedia of educational philosophy and theory (pp. 1-6).

Donmoyer, R. (2017). Questioning postmodernism: Does it have anything to offer leadership fields? In G. Lakomski, S. Eacott, & C. Evers (Eds.), Questioning leadership: New directions for educational organizations (pp. 125-136). Oxford, U.K and New York, NY: Routledge Press.

Edwards, T. M., Patterson, J., & Williams, L. (2017).  Evidence-based practice with couples and families. In J. Carlson & S. Dermer (Eds.), The SAGE encyclopedia of marriage, family, and couples counseling (pp.574-576).

Hubbard, L., & Datnow, A. (2017). Bumping up against tradition: Successes and challenges of student centered learning. In G. Conchas & M. Gottfried (Eds.), Policy goes to school. New York, NY: Routledge.

Ladany, N., Friedlander, M. L., Nelson, M. L. (2016). Supervision essentials for the critical events in psychotherapy supervision model. Washington, DC: American Psychological Association.

Molina, S. C. (2017). English as an international language case study.  In A. Matsuda (Ed.), Preparing teachers to teach English as an international language. Bristol, UK: Multilingual Matters.

Molina, S. C. (2017). English language teaching in China: Teacher agency in response to curricular innovations. In P. Ng & E. Boucher-Yip (Eds.), Teacher agency and policy response in English language teaching (pp. 7-25). New York, NY: Routledge.

Molina, S. C. (accepted). Cultivating a sense of critical consciousness in teacher candidates within a community-based adult ESL program.  In Advocacy in English Language Teaching and LearningCritical studies in multilingualism series.

Molina, S. C. (in press). Mediating teacher candidate sense of agency in a community based adult English language program. Oxford, UK: Routledge.

Nahavandi, A., & Krishnan, H. (2017). Indo-European leadership (IEL): A non-western leadership perspective. In J. L. Chin, J. E. Trimble, & J. E. Garcia (Eds.), Global and culturally diverse leaders and leadership: New dimensions, opportunities, and challenges for business, industry, education and society (pp.103-122). Binlgely, UK: Emerald Group.

Rowell, L., Bruce, C., Shosh, J. M., & Riel, M. (2017). The Palgrave international handbook of action research. New York, NY: Palgrave Macmillan.

Spencer, J. (2016). Moving from the outside in or what white colleagues need to do to get it right with their white students. In N.M. Russell, C.M. Haynes, & F. Cobb (Eds.), Interrogating whiteness and relinquishing power: White faculty’s commitment to racial consciousness in STEM classrooms (pp.223-226). New York, NY: Peter Lang.

Spencer, J., & White, D. (2016). Learning to teach equity: Cases and commentaries on facilitating mathematics teacher professional development. In D.Y. White, S. Crespo & M. Civil (Eds.), Cases for mathematics teacher educators: Facilitating conversations about inequities in mathematics classrooms. Charlotte, NC: Information Age. 

Stolz, S. (2016). Disability community, policy, care and empowerment: “Growing up” at MDA camp and the shaky social contract. In R. Malhotra (Ed.), Disability politics in a global economy: Essays in honour of Marta Russell. New York, NY: Routledge.

Journal Articles

Bartell, T. G., Wager, A. A., Edwards, A. R., Battey, D., Foote, M. Q., & Spencer, J. (2017). Toward a framework for research linking equitable teaching with SMP. Journal for Research in Mathematics Education, 48(1), 7-21.

Berlin, N., Masaoka, J., & Schumann, M. J. (2017). Two-legged stool: New findings from California on nonprofits and overhead. Nonprofit Policy Forum, 8(2).

Buchanan, J., Donmoyer, R., & Makokis, P. (2016). Access issues…and a bit more: A talking circle inspired discussion. Learning Landscapes, 9(2), 105-125.

Corbett, L., Deitrick, L., & Marano, M. (2017). The nonprofit academy: Building strong nonprofits to drive economic development. The IEDC Economic Development Journal.

Datnow, A., & Hubbard, L. (2015). Teachers’ use of data to inform instruction: Lessons from the past, prospects for the future. Teachers College Record, 117(4), 1-26.

Desta, M., Deyessa, N., Fish, I., Maxwell, B., Zerihun, T., Levine, S.,… & Garland, A. F. (2017). Empowering preschool teachers to identify mental health problems: A task-sharing intervention in Ethiopia. Mind, Brain and Education, 11, 32-42.

Dinaro, A., & Stolz, S. (2017). Strength in vulnerability. Illinois ASCD Quarterly Journal, 63(1), 18-23.

Garland, A.F., Lebensohn-Chialvo, F., Hall, K.G., & Cameron, E.R.N. (2017). Capitalizing on scientific advances to improve access and quality of children’s mental health care. Behavioral Sciences and Law, 35, 337-352.

Geary, D., Nicholas, A., Li, Y., & Sun, J. (2017) Developmental change in the influence of domain-general abilities and domain-specific knowledge on mathematics achievement: An eight-year longitudinal study. Journal of Educational Psychology, 109, 680-693.

Getz, C., & Assefa Tessema, K. (2017). Educating leadership students to become active participants in their discourse communities. Journal of Leadership Education, 16(1), 64-80.        

Harper, S. R., & Newman, C. B. (2016). Surprise, sensemaking, and success in the first college year: Black undergraduate men’s academic adjustment experiences. Teachers College Record, 118(6), 1-30.

Hong, E., Part, R., & Rowell, L. (2017). Children’s and teacher’s conceptions of creativity: Contradictions and implications in classroom instruction. In Beghetto, R. A. & Sriraman, B. (Eds.), Creative contradictions in education: Cross disciplinary paradoxes and perspectives (pp. 303-331). Basel, Switzerland: Springer International.

Kalyanpur, M. (2016). Inclusive education policies and practices in the context of international development: Lessons from India and Cambodia. Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 3/2016, 16-21.

Lam, M., Klein, S., Freisthler, B., & Weiss, R. E. (2013). Child center closures: Does nonprofit status provide a comparative advantage? Children and Youth Services Review, 36, 525-534.

Lam, M., & McDougle, L. (2016). Community variation in the financial health of human service nonprofits: An examination of organizational and contextual effects. Nonprofit and Voluntary Sector Quarterly, 45, 500-525.

Li, Y., & Geary, D. (2017) Children’s visuospatial memory predicts mathematics achievement through early adolescence. PLoS ONE, 12(2), e0172046.

Li, Y., Jeff, A., & Casillas, A. (2017). Relating psychological and social factors to academic performance: A longitudinal investigation of high poverty middle school students. Journal of Adolescence, 56, 179-189.

Libby, P., Deitrick, L., & Mano, R. (2017). Exploring lobbying practices in Israel’s nonprofit advocacy organizations: An application of the Libby lobbying model. Administrative Sciences, 7(4), 37.

Molina, S. C. (2016, December). Developing reflective practitioners through action research in TESOL. Teacher Education Interest Newsletter. http://newsmanager.commpartners.com/tesolteis/issues/2016-11-29/3.html

Molina, S. C. (2016).  The complexity of providing feedback when teachers and students speak different varieties of English: A case study. Journal of Teaching and Teacher Education, 4(1), 61-69.

Mou, Y., Li, Y., Hoard, M., Nugent, L., Chu, F., Rouder, J., & Geary, D. C. (2016). Developmental foundations of children’s fraction magnitude knowledge. Cognitive Development, 39, 141-153.

Nahavandi, A. (2016). Threshold concepts and culture-as-meta-context. Journal of Management Education, 40, 794-816.

Newman, C. B. (2016). Minority engineering programs at the multiculturalism crossroads: A multiple case study of two historically white public research universities. Journal for Multicultural Education, 10, 217 233.

Patterson, J., Edwards, T. M., & Vakili, S. (2017). Global mental health: A call for increased awareness and action in marriage and family therapy. Family Process.Popov, V., Van Leeuwen, A., & Buis, S. (2017). Are you with me or not? Temporal synchronicity, and transactivity during CSCL. Journal of Computer Assisted Learning, 33, 424-442.

Schmitz, H. P. (2016). Review panel on ‘The taming of democracy assistance: Why democracy promotion does not confront dictators’. ISSF Roundtable, 8(18) 14-16. https://networks.h-net.org/node/28443/discussions/135914/issf-roundtable-8-18-taming-democracy-assistance-why-democracy

Shiffman, J., Schmitz, H. P., Berlan, D., Smith, S. L., Quissell, K., Gneiting, U., & Pelletier, D. L. (2016). The emergence and effectiveness of global health networks: Findings and future research. Health Policy and Planning, 31(supplement 1), i110-i123.

Spencer, J. & Molina, S. (2017).  Mentoring graduate students through the action research journey using guiding principles. Educational Action Research.
          
Stadnick, N., Chlebowski, C., Baker-Ericzen, M., Dyson, M., Garland, A., & Brookman-Frazee, L. (2017). Psychiatric comorbidity in ADS: Correspondence between mental health clinician report and structured parent interview. Autism: International Journal of Research and Practice, 21, 841-851.

Trask, E. V., Fawley-King, K., Garland, A. F., & Aarons, G. A. (in press). Client report of delivery of  common elements in usual care and the association to satisfaction. Journal of Child and Family Studies.

Vance, F. (2016). Understanding adolescents’ skill-building in the after-school context. Journal of Youth and Society.

Wood, J. L., & Newman, C. B. (2017). Predictors of faculty-student engagement for black men in urban community colleges: An investigation of the Community College Survey of Men (CCSM). Urban Education, 52, 1057-1079.

Zigarmi, D., Galloway, F., & Roberts, T. (2016). Work locus of control, forms of motivational regulation, employee work passion, and work intentions: An empirical investigation of an appraisal model. Journal of Happiness Studies.

Schmitz, H. P. (2016). Review panel on ‘The taming of democracy assistance: Why democracy promotion does not confront dictators’. ISSF Roundtable, 8(18) 14-16. https://networks.h-net.org/node/28443/discussions/135914/issf-roundtable-8-18-taming-democracyassistance-why-democracy

Shiffman, J., Schmitz, H. P., Berlan, D., Smith, S. L., Quissell, K., Gneiting, U., & Pelletier, D. L. (2016). The emergence and effectiveness of global health networks: Findings and future research. Health Policy and Planning, 31(supplement 1), i110-i123.

Spencer, J. & Molina, S. (2017).  Mentoring graduate students through the action research journey using guiding principles. Educational Action Research.
          
Stadnick, N., Chlebowski, C., Baker-Ericzen, M., Dyson, M., Garland, A., & Brookman-Frazee, L. (2017). Psychiatric comorbidity in ADS: Correspondence between mental health clinician report and structured parent interview. Autism: International Journal of Research and Practice, 21, 841-851.

Trask, E. V., Fawley-King, K., Garland, A. F., & Aarons, G. A. (in press). Client report of delivery of common elements in usual care and the association to satisfaction. Journal of Child and Family Studies.

Vance, F. (2016). Understanding adolescents’ skill-building in the after-school context. Journal of Youth and Society

Wood, J. L., & Newman, C. B. (2017). Predictors of faculty-student engagement for black men in urban community colleges: An investigation of the Community College Survey of Men (CCSM). Urban Education, 52, 1057-1079.

Zigarmi, D., Galloway, F., & Roberts, T. (2016). Work locus of control, forms of motivational regulation, employee work passion, and work intentions: An empirical investigation of an appraisal model. Journal of Happiness Studies

Contact:

Corinna Lewis
corinnalewis@sandiego.edu
(619) 260-7783

Map

Visit Campus

Mother Rosalie Hill Hall

5998 Alcalá Park
San Diego, CA 92110